There has been a long history concerning the application of educational action research in a diversity of school subjects.
Research-based Theatre aims to present research in a way that is compelling and captivating, connecting with viewers on imaginative and intellectual levels at the same time. Research-Based Theatre brings together scholars and practitioners of research-based theater to construct a theoretical analysis of the field and offer critical reflections on how the methodology can now be applied. The book shares twelve examples of contemporary research-based theater scripts and commentaries from an international group of artists and researchers, selected with an eye toward representing different approaches that come from a variety of disciplinary areas.
By George Belliveau and Graham W. Lea. Reviewed by Flavia Domingues D. Avila.
If theatre is a way of seeing, an event onstage but also a fleeting series of moments; not a copy or double but more vitally metamorphosis, transformation, and change, how might we speak to – and of – it? How do we envision and frame a fluid reality that moves faster than we can write?
Arranged over two parts, ‘Figurations’ and ‘Translations’, Essays on Theatre and Change reflects on the animal, history, doubling, translation, and the performative potential of writing itself. Each fictocritical essay weaves between voices, genres and contexts to consider what theatre might be, offering a ‘partial object’ rather than a complete theory. Leaving the page radically open to its reader, Essays on Theatre and Change is a dazzling, multi-lensed account of what it is to think and write on theatre.
By Kélina Gotman. Reviewed by Charlotte Bell.
This collection of essays from many of the world’s leading drama education practitioners captures the challenges and struggles of teaching and learning through drama with honesty, humour, and vulnerability. Each essay investigates one particular mistake, or series of mistakes, and interrogates how these (mis)adventures changed the author’s future practice and thinking about learning and teaching through drama. Modelled on reflective practice, this book will be an essential, everyday guide to the challenges of drama education.
Edited by Peter Duffy. Reviewed by Chris Hay.
Imagined Theatres collects theoretical dramas written by some of the leading scholars and artists of the contemporary stage. These dialogues, prose poems, and microfictions describe imaginary performance events that explore what might be possible and impossible in the theatre.
Each scenario is mirrored by a brief accompanying reflection, asking what they might mean for our thinking about the theatre. These many possible worlds circle around questions that include:
In what way is writing itself a performance?
How do we understand the relationship between real performances that engender imaginary reflections and imaginary conceptions that form the basis for real theatrical productions?
Are we not always imagining theatres when we read or even when we sit in the theatre, watching whatever event we imagine we are seeing?
Edited by Daniel Sack. Reviewed by Joseph Dunne.
Disability and Theatre: A Practical Manual for Inclusion in the Arts is a step-by step manual on how to create inclusive theatre, including how and where to find actors, how to publicize productions, run rehearsals, act intricate scenes like fights and battles, work with unions, contracts, and agents, and deal with technical issues. This practical information was born from the author’s 16 years of running the first inclusive theatre company in New York City, and is applicable to any performance level: children’s theatre, community theatre, regional theatre, touring companies, Broadway, and academic theatre. This book features anecdotal case studies that emphasize problem solving, real-world application, and realistic action plans. A comprehensive Companion Website provides additional guidelines and hands-on worksheets.
By Stephanie Barton Farcas. Reviewed by Andy Kempe.
Following on from the 50th anniversary of the birth of Theatre in Education in Britain in 2015, this is an essential and timely companion to the story of TIE. It contextualizes it within the political and educational landscape of the last fifty years and examines its legacy today. Through this, Roger Wooster offers insights into future possibilities and applications in the field of Applied Theatre, drama in schools and pedagogical theory. With examples and analysis of international developments in TIE, and a foreword by Philip Taylor (NYU, USA), the volume provides a wide-ranging account of past and current practice.
By Roger Wooster